Institutional Logics in the Global Higher Education Landscape: Differences in Organizational Characteristics by Sector and Founding Era

Buckner, Elizabeth; Zapp, Mike

doi:10.1007/s11024-020-09416-3

Cited by 19 publications

(15 citation statements)

References 58 publications

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“…Inasmuch as countries can constrain access, they can also flood higher education with the same political will to leapfrog their economies. Interestingly, it is rarely acknowledged in the extensive literature on the booming private sector that, in parallel to the (undoubtedly impressive) growth in private higher education, the number of public institutions has also been growing at a similarly high rate and continues to accommodate the majority of students worldwide (Buckner and Zapp 2021 ).…”

Section: Discussion: Bringing the State Back Into The Schooled Society?mentioning

confidence: 99%

“…In these arguments, research expansion is not just determined by demographic pressure and related social mobility and stratification trends (the “pipeline logic”) (Baker 2009 ; Collins 1979 ). It is true that with more people being certified to enter higher levels of academic training, they are likely do so and the recent surge in mass-absorbing private higher education institutions worldwide has been explained by an unprecedented student demand otherwise not met by extant public institutions (Buckner and Zapp 2021 ). However, the pipeline and human capital argument can be extended in that academically-trained employees do not simply enter the labor market filling vacant positions which are variably described as R&D-related.…”

Section: Explaining the Expansion Of Professional Researchmentioning

confidence: 99%

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Revisiting the Global Knowledge Economy: The Worldwide Expansion of Research and Development Personnel, 1980–2015

Zapp

2022

Minerva

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Global science expansion and the ‘skills premium’ in labor markets have been extensively discussed in the literature on the global knowledge economy, yet the focus on, broadly-speaking, knowledge-related personnel as a key factor is surprisingly absent. This article draws on UIS and OECD data on research and development (R&D) personnel for the period 1980 to 2015 for up to N = 82 countries to gauge cross-national trends and to test a wide range of educational, economic, political and institutional determinants of general expansion as well as expansion by specific sectors (i.e. higher education vs corporate R&D) and country groups (OECD vs non-OECD). Findings show that, worldwide, the number of personnel involved in the creation of novel and original knowledge has risen dramatically in the past three decades, across sectors, with only a few countries reporting decrease. Educational (public governance, tertiary enrolment and professionalization) and economic predictors (R&D expenditures and gross national income) show strong effects. Expansion is also strongest in those countries embedded in global institutional networks, yet regardless of a democratic polity. I discuss the emergence of ‘knowledge work’ as a mass-scale and worldwide phenomenon and map out consequences for the analysis of such a profound transformation, which involves both an educated workforce and the strong role of the state. Supplementary Information The online version contains supplementary material available at 10.1007/s11024-021-09455-4.

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Section: Discussion: Bringing the State Back Into The Schooled Society?mentioning

confidence: 99%

Section: Explaining the Expansion Of Professional Researchmentioning

confidence: 99%

Revisiting the Global Knowledge Economy: The Worldwide Expansion of Research and Development Personnel, 1980–2015

Zapp

2022

Minerva

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“…Tracing faculty composition by discipline in a global sample of universities across the twentieth century, Frank and Gabler (2006) identify a uniform increase in social sciences and a decrease in the humanities. Similarly, Buckner and Zapp (2020), analysing a vast sample of more than 12,000 universities worldwide, illustrate that a university's founding era matters as much as its sector in predicting formal structure and curriculum. Faced with such blurring of organisational, sectoral, and national borders, even the most renowned privatisation scholars do not stand firm in their faith in increasing diversity (e.g.…”

Section: Cultural-cognitive Isomorphismmentioning

confidence: 99%

Blurring the boundaries. University actorhood and institutional change in global higher education

Zapp

Marques

Powell

2021

Comparative Education

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Higher education (HE) scholarship often focuses on the so-called 'entrepreneurial' university as a consequence of new public management reforms. Simultaneously, the remarkable expansion of private HE is said to fragment, specialize, and diversify HE systems. Such diagnoses are misleading as they ignore wider environmental pressures and simultaneous changes in both public, non-profit and for-profit HE. We argue that putative diversity in HE operates as a ceremonial façade behind which large-scale isomorphic change across national HE systems, sectors, and organizational forms occurs. Multiple causes trigger such change originating in the increasingly global HE environment, including a burgeoning international HE regime, accounting and accountability practices, increased permeability of HE systems facilitated by open borders, education markets, and global science as well as (neo)liberal ideologies stressing human capital and human rights. As other organizations, those in HE become subject to these pressures turning universities into more rationalized, standardized, and strategic actors.

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“…Para analisar os resultados encontrados para a UFFS retomamos o conceito de lógica institucional atribuído por Buckner & Zapp (2021), pertinente ao caso da UFFS, por se tratar de uma IES nova, que nos anos analisados estava ainda em processo de implantação. Além disso, a oferta de curso possui uma vocação voltada para a formação de professores (cerca de 50% dos cursos são de licenciaturas) e para fomentar agricultura familiar e agroecológica na região, além do compromisso desta IES com a escola pública e a inclusão social (mais de 90% dos estudantes são egressos da escola pública).…”

Section: Síntese Do Capítulo: Principais Resultadosunclassified

“…O projeto institucional da UFFS exprime, portanto, uma lógica institucional própria desde a sua criação. O conceito de lógica institucional foi utilizado por Buckner & Zapp (2021) no sentido de explicar semelhanças na estrutura organizacional, assim como comportamentos comuns de identidade, ações e propósitos dentro de uma organização. Para os autores, as universidades mais jovens, e principalmente as IES públicas, estão mais sintonizadas com demandas relacionadas à inclusão, equidade e igualdade, enquanto que as IES privadas, principalmente, aquelas criadas a partir de 1990 num contexto da globalização neoliberal, tendem a ser regidas por uma lógica de competitividade e pela busca da oferta de cursos voltados de forma mais direta para o mercado de trabalho.…”

Section: O Contexto De Criação Da Uffsunclassified

Desigualdade De Oportunidades No Ensino Superior: Um Estudo De Caso Sobre Acesso E Conclusão Na Uffs

NIEROTKA¹

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This thesis explores the inequality of opportunities in higher education in the case of the Universidade Federal da Fronteira Sul (UFFS). The main objective is to investigate relationships between gender, race and socioeconomic characteristics of the students, institutional aspects and academic performance in undergraduate access and completion. UFFS was created in 2009, reflecting the expansion and internalization of federal public higher education in Brazil in the particularities of its structure, its territorial scope and the profile of its students.The research was designed as a case study and combines qualitative strategies related to the analysis of institutional documents, with quantitative strategies that involve descriptive and inferential analyzes of student characteristics, performance, course and permanence policies and their relationships with outcomes such as dropout and the conclusion, based on the use of longitudinal data of new entrants by Enem, in the period from 2010 to 2018. The main results indicate that the access and affirmative action policies implemented at UFFS, including the Quota Law, contribute significantly to the reduction of social and racial inequalities. Since its creation, UFFS has maintained a student profile with more than 90% coming from public schools, a high percentage of rural students and workers and children of parents with low education and income. The implementation of the Quotas Law allowed for an increase in the access of black, brown and indigenous students in all areas of knowledge. In the dimension of dropout and completion of the course, the results indicate a greater weight of institutional aspects on these two outcomes: students who attend a full course and those who receive some type of student assistance and/or participate in extracurricular activities increase their chances of staying and completing the course. Another relevant result is that students from rural areas have higher percentages of completion and lower percentages of dropouts when compared to students from urban areas. In terms of gender and race, men and blacks present PUC-Rio -Certificação Digital Nº 1812212/CA more difficulties in completing an undergraduate when compared with white and women. Finally, performance proved to be a central issue in explaining dropout and course completion in association with student characteristics and especially with the type of course attended. In turn, a failure proved to be an important factor that affects most newcomers to UFFS, whether they are dropouts or graduates.These results indicate the need to implement specific institutional initiatives, aimed at strengthening student retention and reducing dropout and repetition, in addition to the need for further research to monitor the results of these initiatives, and which contribute to a better understanding of the factors associated with course evasion and internal and external mobility of UFFS students.

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Institutional Logics in the Global Higher Education Landscape: Differences in Organizational Characteristics by Sector and Founding Era

Cited by 19 publications

References 58 publications

Revisiting the Global Knowledge Economy: The Worldwide Expansion of Research and Development Personnel, 1980–2015

Revisiting the Global Knowledge Economy: The Worldwide Expansion of Research and Development Personnel, 1980–2015

Blurring the boundaries. University actorhood and institutional change in global higher education

Desigualdade De Oportunidades No Ensino Superior: Um Estudo De Caso Sobre Acesso E Conclusão Na Uffs

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